050_2006_V1_Janet DECESARIS, Paz BATTANER_A New Kind of Dictionary_REDES, Diccionario Combinatorio

8/18/2019 050_2006_V1_Janet DECESARIS, Paz BATTANER_A New Kind of Dictionary_REDES, Diccionario Combinatorio

1/9

Reports

on

Lexicographical

and

Lexicological

Projects

A

N ew

Kind

ofDictionary:

REDES,

Dicc ionar io combina tor io de l

e spaño l

con t emporáneo

Janet

DeCesaris

Paz Battaner

Institut Universitari de Lingüística Aplicada

Universität Pompeu Fabra

La

Rambla,

30-32

08002

Barcelona,

Spain

[email protected]

[email protected]

Abstract

In this

paper

we

discuss

th e features of a new kind of

dictionary

that appeared at

th e

end of 2004.

RE-

DES,

Diccionario combinatorio del español contemporáneo,

under

th e

direction of

th e

Spanish

gram-

marian

Ignacio Bosque,

is

a combinatory dictionary based

on

data from a newspaper corpus of

Spanish

of approximately 25 0 million words and is

quite different

from other

combinatory

dictionaries in

many

respects.

T he

main

feature

of

th e

dictionary,

according

to

Bosque,

i s

th e

fact

that

th e

dictionary

entries

provide th e semantic

restrictions that

words

impose

on

other

words. In

this

paper

we

explain

th e

type

of

entries

and

information

that can

be

looked

up,

and

briefly

compare

th e information

provided

with that

found

in

some

general language

dictionaries

of

Spanish.*

Introduction

A ne w

dictionary of

Spanish, REDES,

d i c c i o na r i o

comb ina to r i o

del

e s p año l

con t empo rá -

n eo

(Madrid:

Ediciones SM ;

174

pages

offront matter +

1389

pages

oftext;

hereinafter, R E-

DES)

w as published at th e end of 2004.

REDES

differs from other combinatory dictionaries

that

w e

are familiar

with (such

as

th e

•

in

several

important

aspects.

In

this

paper w e

dis-

cuss

th e

most

salient

features of

this

lexicographical

project

an d

analyze

some

examples

of

th e

various types of entry found in th e dictionary. W e pay particular attention to th e concept

of lexical

class,

which is th e

basis

of

th e dictionary an d

which,

in our

opinion,

constitutes

a

significant

contribution to lexicography.

The

research

carried

o u t

here

benefited

from t w o

g r a n t s

awarded

b y the Spanish

Ministry

of

Education

a n d S c i -

ence

(BFF2003-08043:

L a

gramática

de

lo s

sustantivos

e n

lo s

diccionarios

bilingües y d e aprendizaje, P r i n c i p a l

I n -

v e s t i g a t o r Janet D e C e s a r i s a n d BF F

2003-0730

El tratamiento de

l a

polisemia

e n

el artículo

lexicográfico, P r i n -

c i p a l Investigator, P a z Battaner), w h i c h t h e authors

gratefully

acknowledge.

399


2/9

J.

DeCesa r i s

P Ba t t an e r

2 Innovative

aspects

of REDES in

the

context of Spanish lexicography

Although

linguistics in

Spain

h as

developed

substantially

over

th e

past

thirty years, lexi-

cography

h as

remained

more

static.

Grammatical

description

of

Spanish

h as

benefited

from

new inguistic aradigms nd heories, s well s ro m olitical tability nd

conomic

growth.

Developments n exicography

re

onditioned oth y tandardizing

nstitutions,

which

are

extremely influential

in

Iberian languages, an d by a publishing

industry that is un-

willing

to

take

many

risks.

T h i s s

h e

ontext n hich REDES

ppeared. The roject w as irected y gnacio

Bosque, member of th e Spanish Royal Ac ademy and

professor

of

linguistics at th e Universi-

dad

Complutense

in

Madrid.

Bosque

h as

been

a

leading figure

in

applying

modern

linguistic

theory

to

Spanish grammar since

1980.

It

is

impossible

to

discuss

this

dictionary

without

bearing

in

mind

th e

innovation

that

it

represents. A s mentioned

above,

Spanish

is

not

experiencing

th e lexicographic boom that ca n

be

observed

in

other

languages,

particularly

in

English.

English

h as

benefited

from

changes

in lexicography, as well as from a

change

in theoretical linguistics. O n th e one

hand,

English-

speaking

societies have

responded

to

th e need to

teach English

to practically

everyone

in th e

world w h o s

chooled.

A s

early s 938,

Hornby

ealized

h at

if

h e ruly

wanted

o

elp

Japanese

tudents

of

English,

e eeded

to

ntroduce

ew

nformation n

ictionaries

nd

omit

some of

th e information

that h ad been

included.

Hornby

initiated

learner's

dictionaries,

of which

English

h as

everal h at

compete

with

on e

another

commercially

n

erms

of

th e

type

of

information

provided

as

well

as

in

terms

of

th e

style

of

presentation.

N ew

editions

of

these

dictionaries

appear

frequently.

In

addition,

since

th e

980s

learner's

dictionaries

have

been used

to

implement information that computer science

needs to

process natural

language

(to

process

English,

in

most cases), which

h as

revealed

th e

strengths, s

well s

th e

w e a k-

nesses, of these dictionaries and th e existing

descriptions

of

th e language. It seems clear that

better lexical

description,

both in

terms

of

semantics

an d

grammar,

is

needed.

T h i s require-

ment

is

being

addressed

by

linguistic

theories

that

focus

on

th e lexicon, which

in

turn

leads

to

ne w

dictionaries

that

are

more

geared

towards

a description

of

actual

usage

(e.g. Col l in s

Cobu i ld

English

Dic t i o na r y ,

L o n gma n

Dictionary of

Con t empo r a r y

Eng l i s h ,

nd

h e

New

Oxfo rd

Dictionary

ofEnglish)

or geared more towards

implementing

a particular theory in a

dictionary

(e.g.

dictionaries

based

on

M e

uk's

meaning-text

theory

or

those

planned

within

F r ame emantics).

Even

in h is

general

climate

of renovation nd

innovation n exicogra-

phy,

REDES represents

a

welcome addition

to

dictionary

typology.

3FeaturesofREDES

T h e

ictionary's

ubtitle

ontains

h e

djective

omb ina to r i o ,

which learly

inks

t

o

dictionaries

such

as

th e

BBI

or

to

collocational dictionaries

written in th e

British

tradition es-

tablished by Firth

and

then

continued

by

Sinclair.

T h i s

tradition

relies

heavily

on

th e

notion

of frequency of use, an d th e work

on

collocations

carried

out

therein

often

does not

develop

a

detailed

analysis

of

meaning

because

meaning

is

use.

T h e

adjective

comb i na t o r i o

places

REDES

loser

o

h e

ictionaries

eing

eveloped

ithin

h e

meaning-text

heory

f

M e

uk ,

which starts from

a

universal semantic

categorization

ofrelations

an d functions. In

4


3/9

Repor t s

on

Le x i cog r aph i ca l

a n d Lex i co log i ca l Pro j e c t s

M e uk's

framework,

it

is

th e task

ofthe

dictionary

to specify those relations an d

functions

(cf.

th e

dictionary projects in progress fo r

Spanish

(Alonso) an d French (Polguère)). W h e r e a s

th e

British

tradition

starts

from

usage

data,

th e

Russian

tradition

starts

from

pre-established

universal semantic categories.

REDES does

no t

claim

to

be

as

comprehensive

as

th e

abovementioned

works.

It

is

not

a

general

dictionary; rather, th e list

of headwords w as limited

to 40 0 0

after

a

preliminary

study.

Lexical

combinations

are presented as restrictions of predicates,

which

ar e th e headwords in

th e

dictionary.

T h e dictionary

no t

only

aims

to

describe usage,

which it does by being based

on

corpus

data,

but

also to identify th e lexical semantic classes

that

respond to syntactic con-

structions,

which requires

subsequent

analysis

of

semantic

categorization.

This ,

w e

feel,

s

th e most significant contribution of REDES

to lexicography an d to th e

lexical

description of

Spanishit

establishes

lexical

classes

based

on

th e

syntactic

behavior

of

words

as

observed

in

corpus data. T h e concept of

lexical

class is thus crucial to th e dictionary. A lexical class

is

th e

description or definition of

each

se t

of

arguments of

a

word

that

have

been

grouped

to-

gether

emantically. n ther

words, h e

ictionary dentifies h e emantic references f

words,

an d

in

that sense goes beyond th e mere description of

usage an d narrows th e gap be-

tween

exical emantics an d

syntax.

Let

us

take a sample

entry,

that fo r th e adverb

l impia -

men t e

clem\y (REDES2004:

269):

1

(1)

limpiamente adv. #

en

el

sentido

de

'honestamente,

con

corrección' se combina con...

A

VERBOS

Q UE DESIGNAN

LA

ACCIÓN

DE

SOBREPASAR UN LÍMITE, A SÍ C O M O

LA

DE

IMPONERSE

A

ALGUIEN

U

OBTENER

LA

VICTORIA

FRENTE

A

UN

ADVER-

SARIO:

ganar (...); 2

vencer

(...); 3 derrotar (...); 4 imponer (...); 5 batir (...); 6

supe-

rar (...); 7 desbordar (...)

B VERBOS Q UE

DESIGNAN

LA

ACCIÓN DE PARTICIPAR EN UN A COMPETICIÓN 0

EN UN ENFRENTAMIENTO: 8 competir (...);

9

participar (...);

10

luchar

(...)

C VERBOS

Q UE

DESIGNAN ELTRANSCURSO DE UN EVENTO:

1 1 celebrarse (...);

12

(...)

D

LO S

VERBOS

ACTUAR

Y

CUMPLIR:

13

actuar

(...);

14

cumplir ...)

#

Véase

también: deportivamente, lealmente.

#

En

el

sentido

de

'con

destreza y sin error' se combina

con

algunos verbos que designan

lances

deportivos,

má s

frecuentemente

futbolísticos

(rematar,

golpear,

despe jar

la

pelota)

y

también

con...

E VERBOS Q UE DENOTAN

ESCISIÓN: 5

cortar

(...); 6

rebanar

(...); 7

seccionar

(...);18dividir(...)

F VERBÒS

Q UE

DESIGNAN

LA

ACCIÓN

DE

IR

O MOVERSE

A TRA VÉS

DE

ALGO,

0

LA DE CONSEGUIR Q UE OTRA COSA

LO

HAGA. E

USAN EN

SENTIDO

FÍSICO Y

TAMBIÉN

EN

EL

FIGURADO:19 atravesar (...);

20

cruzar (...); 21

perforar

(...);

22

agu-

jerear(...)

G

VERBOS

Q UE

DENOTAN

L A A C C I Ó N

DE

QUITAR

LA

VIDA:

23

ejecutar

(...);

24 ma-

tar(...)

W e

have

maintained

th e

typefaces used in REDES

to

th e

extent

possible

in

all

th e

examples.

4 01


4/9

J.

DeCesaris P.

Battaner

H V E R B O S

Q UE

DESIG N AN

A

ACCIÓN

DE

U S T R A E R A L G U N A

C O S A : 5

obar

...); 26

sustraer

...); 27 quitar ...); 28

hurtar

(...);29

despojar

(...);

I

ALGUNOS

VERBOS

Q UE

DESIGNAN

LA

A C C I Ó N

DE

LLEVAR

A

CABO

UN A

DE-

TERMINADA ACTIVIDAD: 30

ejecutar

(...); 31

realizar

(...)

#

Véase

también:

deportivamente,

limpiar,

limpieza,

limpio,

limpio (de).

T h e adverb l imp i amen t e is

assigned

to nine lexical

classes

2

corresponding to th e tw o tra-

ditional

senses

that

are

introduced by th e number sign and th e phrase

en

e l s e n t i do de

'in

th e

sense of.

Thirty-one

arguments gleaned from corpus

ar e

given, in addition to some

observa-

tions about frequency

of use.

T h e

starting point fo r this

dictionary

is

not nouns,

w hi c h

h as

been

general

practice

con-

sciously or

unconsciously

since

Aristotle,

but

rather

predicates, which require a specific type

of

argument.

Full

entries

(called

e n t r a da s

ana l í t i c a s )

contain

words

that

impose

selectional

restrictions

on

other

words,

and

th e

arguments

of these

predicates

are

grouped

together se -

mantically

(lexical classes) with examples taken from corpus. T hi s explains w h y entries that

m ay be

quite

short in

conventional

dictionaries,

such

as

that fo r l imp i amen t e

or

fo r an

adver-

bial

phrase

such as

por

comp l e t o

completely',

are

some of

th e

longest found

in

th e

dictio-

nary. W e m ay

compare

th e

above

entry

fo r

l imp i amen t e ,

which

w e

have

presented

without

th e orpus itations, with h at iven y h e panish Royal

Academy's Diccionario

e

a

l e n g u a e spaño l a (2001),

th e

most widely cited dictionary

for

Spanish:

(2)

mpiamente

1 .

adv.

m.

C on

limpieza.2.

adv.

m.

Dicho

dejugar

o

de

actuar:

C on

suma

agili-

dad,

desembarazo

y

destreza. 3. adv.

m.

Sinceramente,

con

candor.

4.

adv.

m.

C on

integridad,

honestamente, sin

interés.

Bosque

argues in

th e

front

matter

that

lexical

restrictions

ar e not

part of

phraseology

but

rather

part

f grammar,

ecause

n

is

pproach onceptual

equirements ccount

or h e

combinatorics of words. A s a

result, REDES must

include

both

the

literal

and figurative use

of

words

and in this sense

th e

dictionary

coincides

with

th e

approach

to

linguistic

metaphor

se t

forth

by

Lakoff and Johnson

(1980).

Bosque's

goals

ar e

clearly

stated

in

th e

long

intro-

duction

(9 9 pages,

in

addition

to

th e guide

of

h ow

to us e

th e dictionary):

...

analyzing objective linguistic

data

that

allows

us to uncover an important part of language structure

that

has

not

been

described

in

either

grammars

or dictionaries... how

to

distinguish between words

that

we

choose

and

combine

in function

of our intentions,

and

those

words

that

are

chosen

and

combine

with

one

another in

function

o f

th e

properties

of

th e

grammatical

system

and

of

th e

specific

characteris-

tics oflexical

items,

(our

translation

o fREDES, p. LXXIX) .

2

The nine

lasses re

marked

with apital

etters.

T h e

English equivalents

or th e

ategories

re

s

ollows:

A )

Verbs

designating

th e

action

of

surpassing

a

limit

or

imposing

oneself

upon

another,

or

béing

victorious

over

an

ad -

versary;

(B )

Verbs

designating

participating

in

a

competition

or

contest;

(C )

Verbs

denoting that

an

event

is

taking

place;

(D )

T h e

verbs actuar 'act' an d

cumplir

'achieve';

(E )

Verbs denoting

separation;

(F ) Verbs designating

move-

ment

through

something

or

making

something else move; used

both

literally an d figuratively; (G ) Verbs

denoting

th e

taking of life; (H )

Verbs

denoting theft; (I)

Some

verbs

that

designate carrying ou t

a

certain activity.

4 2


5/9

Reports

on

Lexicographical an d Lexicological Projects

4 Types of entries

The

dictionary

s

ased

n

journalistic orpus f

approximately 50,000,000

words

from

th e

Spanish-speaking

world,

which

provided

th e

combinatorics

fo r

th e

words

an d

ex -

pressions

listed,

and

th e

restrictions

found

in

th e corpus data were classified

into categories

( lexical

classes ).

T h e

team

that

compiled

REDES

decided

to

exclude

headwords

that

did

no t

impose

restrictions

as

well

as

headwords

for

which

groupings

into lexical

classes

were

difficult

to

establish.

T h e

phrasing

se d

to

present

th e

information

in

th e

dictionary

differs

according

to

th e

type ofargument: restrictions on internal

arguments

are introduced by s e l e c -

c i o n a c omo a r g ume n t o

'chooses as an argument',

whereas

external

arguments

ar e

introduced

by

s e

c omb i n a

co n ('combines

with') or se

p r ed i ca

d e

('predicated by'). A n example of

th e

formulation

of

one

of

these classes is given

below,

fo r

th e eighth

(of

th e

13) classes

given fo r

th e

verb

d i lu i r ( s e )

'to

dilute;

dampen

(fig.)':

3

(3)

se

combina

con]

SUSTANTIVOS Q UE DENOTAN JUICIOS. TAMBIÉN C ON OTROS Q UE

DENOTAN

SENSACIÓN, OPINIÓN PERSONAL Y

OT RAS

NOCIONES

Q UE

DETERMI-

NAN N DIVERSA

MEDIDA

LA

CONSTITUCIÓN

DE UN UICIO: 0 lanteamiento

(...);

41

valoración (...);

4 2

posición

(...); 43

impresión

(...); 4 4

criterio

(...).

Each

noun

is accompanied

by

a

corpus

example, which

w e have

not

included here

due

to

space limitations.

In

addition to this

type

of entry,

REDES

also includes some

entries

for

which

th e combin-

ing

words

have

no t

been

grouped

into

lexical

classes.

Compare

below

th e

entry

fo r

th e

adjec-

tive l impio

'clean' with that given in section 3 for

its

derived adverb l impiamen te :

(4 )

impio

(adj.)

como el

agua,

como

la

nieve, como

los

chorros

del

oro, como una patena

alma, amor,

arte,

batalla,

campaña,

carrera, color,

combate,

competición, conciencia,

corazón,

corte,

dinero, ejecución,

elección,

energía,

enfrentamiento,

espíritu,

expediente,

fotografía,

go-

bernante, gobierno, gol,

guerra, horizonte, imagen,

intencion,juego,jugada,juicio,

mentalidad,

mente, mirada,

objetivo, ojo,

operación, palabra, partido, pase, pelea,

persona,

proceso, propó-

sito,

regate,

remate,

reputación,

sonido, tento, texto,

trabajo,

trayectoria, victoria,

voz.

( adv . )

ugar

#

Véase

también:

limpiamente,

limpiar,

limpieza,

limpio

de).

T h e

entry

fo r l impio

is

called

an

'abbreviated entry' ( e n t r ada ab r e v i ada )

an d

th e

informa-

tion

presented

therein

is

based

on

that presented

in th e analytic

entries.

W h i l e

it

is

true

that

these

abbreviated entries act,

as

Bosque

remarks

iri th e

front matter,

as

indices

to

other

infor-

mation

available

in

REDES,

in

our

opinion their

presence

complicates

use

of

th e

dictionary

because users generally expect

dictionary

entries to

be

similarly structured.

In

addition,

there

are

tw o

other

types ofabbreviated

entry

in th e dictionary. O ne

type

provides possible combi-

nations starting

from arguments

in

order

to

provide predicates,

i.e.

in

th e order

presented in

3

S e e

a l s o

t h e

entry

for

limpiamente

g i v e n i n

section

3

ofthis

p a p e r .

4 3


6/9

J. DeCesaris

P Battaner

most other combinatory

dictionaries;

th e

cross-reference

is

to

th e

corpus

example

(which

is

given n

h e

ntry or

th e

predicate).

W e

continue with

n

ntry

ro m

h e

am e amily f

words,

that

fo r

l impie za

'cleanliness;

cleaning'

(5 )

impieza

# a

fondo41,

deslumbrante,

en

profundidad,

en seco,

escrupuloso,

étnico, extraordina-

rio,

integrali,

sumo #extremar, hacer, llevar

a

cabo

#Véase

también:

lavado, lavar,

limpiamente, limpiar,

limpio,

limpio

(de),

solventar

T h e

remaining type

of

abbreviated

entry

does not relate

th e

headword

to

other

words but

rather links a concept

to

expressions

in

which

th e

concept

is

frequently

found.

A n

example

of

this

sort

of abbreviated

entry

is

given

in

(6):

(6)

IMPIEZA

#

(SUSTANTIVOS)

Véase:

a

fondoK, empanar se)H,

en

aras deC, integralA,

velar

por)B

#

(VERBOS)

Véase: a

fondoH, pulcramenteA

#

Véase también:

SUCIEDAD

T h is

entry

reads

as

ollows:

exical lass K

of

th e

analytical

entry

or

th e

expression

a

fondo

('thoroughly')

corresponds

to

nouns

of

'cleanliness, cleaning';

lexical class H

ofafon-

do corresponds

to

verbs

of

'cleanliness,

cleaning'.

T h e dictionary contains

fe w

of these con-

ceptual

entries.

SVsingR S

T h e starting points fo r

looking

up

information

in

REDES

are

several: ne

m ay

look

up

predicates

such

as imp iamen t e )

nd

words h at

combine with

redicates,

n

ew ases,

concepts. n ther

words,

h e

ictionary llows sers o ook p

words

h at elect ther

words,

words

that

ar e

selected

by

other

words,

an d semantic

notions

that

are

relevant

to

th e

lexical

classes

as seen

in

th e

corpus.

T h i s variety

of

entry

type,

together with

a

complete

system of cross-references, provides

an

nsightful

ie w

f

th e

lexical emantics f

th e

language.

A t

th e

am e ime, owever, t

m ay

mak e

REDES

difficult

to

use

fo r

many,

because

all

th e

entry types ar e

ordered

alphabet-

ically

in

th e

body

of

th e

dictionary

an d

th e

potential

fo r

mistaking

on e

type

of

entry

fo r

an -

other isconsiderable, despite

th e

complex

system offonts

an d

typefaces

used.

6

Comparison with

traditional lexicography

REDES is

a

dictionary

with

an

extraordinary amount

of

ne w information,

in terms

of

th e

lexical

lasses

described nd

th e sage ata

provided.

h e

basic

questions ehind

REDES

are:

W h a t

contexts

do

Spanish

speakers

us e

th e word

X

in,

an d

w h a t

do

those contexts

tell

us

about h e

yntactic nd emantic

roperties

f

that

word? General

anguage

ictionaries

based

on

corpus

explicitly

aim

to

answer

th e

first

question,

as

do

th e

proposals

to

simplify

analysis

of

corpus

concordances

se t

forth

by

Hanks

(2004)

an d

Kilgariff

e t

al.

2004) .

Re-

search

in

F r ame

Semantics

attempts

to

answer

these

tw o questions,

although

there

is

y et

to

be a complete dictionary published

in

that framework.

4 4


7/9

Reports

on

Lexicographical

and

Lexicological Projects

Bosque

ees

h is

ictionary

within h e panish radition

s dictionary f

environ-

ments,

in

reference

to

Manuel

Seco's

(1979)

well-known

view

on

th e role ofcontextual

in-

formation

in

dictionary

definitions.

4

Although

this

dictionary,

in

our

opinion,

is

no t

exactly

a

dictionary

of

environments,

h e

amount

of

contextual

nformation

it

provides

bout

h ow

a

word

is

much

greater

than

that

provided by Spanish general language dictionaries.

A s

seen in

(7), th e

entry

in

REDES

fo r

th e

verb

nublarisé)

to

cloud

(over)'

is

quite long,

even

without

th e

corpus evidence:

7)

ublar se)

v .

En

su

sentido

físico

de 'cubrirse

de

nubes',

se

combina

con

el sustantivo cielo,

así

como

con otros

que

denotan área

o

territorio {región,

c iudad, pai sa je ) y algunas

unidades

tem-

porales, por

lo general no mayores que un día (día, mañana, tardé). En su sentido

figurado

de

'oscurecer,

enturbiar,

empañar o

turbar', se combina con...

A

SUSTANTIVOS

Q UE

DENOTAN

FACULTAD

U

ÓRGANO

DE

LA

VISIÓN:

vista

++

(...),

2 ojo ++ (...), 3 visión

(...),

4

mirada

...),

5

retina ...)

B SUSTANTIVOS

Q UE

DESIGNAN

LA

CARA

DE

LA S PERSONAS

O

CIERTOS

ASPEC-

T OS DE

LA EXPRESIÓN

FACIAL:

6 semblante ...),

7

rostro (...),

8

sonrisa (...)

C SUSTANTIVOS

Q UE

DESIGNAN

FACULTADES MENTALES,

ESPECIALMENTE

LA S

INTELECTIVAS. PO R EXTENSIÓN,

C ON

OTROS

Q UE

SE REHEREN A

LO S

ÓRGANOS

0

LO S SITEMAS EN

Q UE

RESIDEN

ESTAS CAPACIDADES, A SÍ

COMO ALGUNOS DE

SUS

RESULTADOS:

9

mente

++

...),

10

pensamiento

...),

entendimiento

...),

12 en-

tendederas ...), 13 sentido ...), 14juicio ...), 15 conciencia ...), 16 memoria ...), 17

in-

tuición (...),

18

cerebro (...),

19

idea (...)

D

EL

SUSTANTIVO

IMAGENYCOU

OTROS

Q UE

DESIGNAN

ALGUNOS

EFECTOS

DE

LA

CAPACIDAD

DE

PERCIBIR:

20 imagen ++ (...), 21 impresión

(...),

22 percepción (...)

E SUSTANTIVOS Q UE DESIGNAN

EL FUTURO, A SÍ

C O M O

OTRAS NOCIONES

DE

NATURALEZA

PROSPECTIVA: 3

horizonte

...),

24

futuro ...),

25

porvenir

(...),

6

destino ...)

F SUSTANTIVOS

Q UE

DESIGNAN EL

RESULTADO

FELIZ DE

ALGO.

TAMBIÉN C ON

OTROS Q UE EXPRESAN CIERTOS ESTADOS

DE RECONOCIMIENTO:

27

triunfo

...),

28

éxito ...),

29

victoria

...),

3 0 fama

(...)

G

OTROS

SUSTANTIVOS;

POSIBLES

USOS

ESTILÍSTICOS:

...

y se

nublan

con

flores

los

hierros

de

los

balcones

#

Véase

también:

embotar(se),

ensombrecer(se).

Comparison

of that entry with those found in tw o

recently published dictionaries of Span-

ish

clearly

points

up major

differences:

5

(8) (a) iccionario

de

la

l e ngua

española

de

la Rea lAcademia Española (2001)

nublar .

tr.

Ocultar el

azul

del cielo

o

la

luz

de

un

astro,

especialmente la

de l

Sol

o

la

de la

Lu-

4

W e

have

translated

c o n t o r n o

as environment'. Seco's notion

of c o n t o r n o

refers to th e elements

that ar e a part

of

th e

definition

bu t

w hi ch

do

no t

strictly

speaking

form

a

part

of

th e

defining

paraphrase.

T h e

c o n t o r n o

or

'environ-

ment'

includes elements that

ar e usually

or

always

found

in

th e

contexts

in

wh ich th e defined word is used.

5

W e

have

underlined th e

information

that

corresponds

to

arguments

ofthe

verb

in both

definitions to ease compari-

son.

4 5


8/9

J .DeCesar i s

-.P. Battaner

na. U.

t .

c.

prnl.

2 .

tr.

oscurecer

(||

privar de

luz

y

claridad)

.

U. t .

c. prnl.

3 .

t r .

oscurecer

(||

dismi-

nuir

la

estimación

y

esplendor de

algo).

Nublar

l a f ama,

la s virtudes,

la a legr ía . 4. t r . Hacer que

la

visión

se

vuelva

turbia

o

poco

clara.

U.

t .

c.

prnl.

5.

t r .

Ofuscar

o

confundir

la

razón

o

los

sen-

timientos

. U. t . c. prnl. 6 . t r . Hacer

que

el

semblante exprese tristeza

o

inquietud. La

indecis ión

y el temor nublaron

su

rostro.

U.

t . c.

Prnl. 7 .

prnl.

impers.

Cubrirse el cielo de

nubes.

Se está

nub lando .

(b)

Diccionario

de

u so

de l

españo l

de

Amér ica

y

de

España

(2002)

nublar

Ocultar

(las nubes)

el

azul

del cielo o la luz del sol o la

luna

: ej nub la r el

cielo;

se

medio:

tarde se nubló

t emprano

y el aire en calma se

vist ió

de

f r í o .

2

Oscurecer

o

enturbiar la

visión:

ej

u na

inf ini ta copia

de

insec tos ocupaba

y

nublaba

e l entero

campo

v isual;

se

medio:

empezó

a

bostezar

y

su s

ojos

se

nublaron.

3 Oscurecer o producir confusión en la

razón:

ej

nub lar e l entendimiento;

se

medio:

con

este

cons tan te

atropel lo

de

imágenes

se

le

acabó nub lando

la

idea

de

la

real idad.

4 Enturbiar

o

empañar

un

sentimiento

:

ej

nub la r la

honra; in tentó e s conde r

su

melanco l ía

y

no

nub lar el

go zo

de

su s

padres; se

medio:

su

a legr ía

se nubló .

W h e r e a s

discussion

of Spanish

dictionaries

often

concentrates

on

th e

number

of senses

listed, th e

order of

senses, th e

number of labels

used,

among

other topics,

in

h e context

of

Spanish

lexicography

there h as been

relatively

little discussion about

th e

nature of

th e

infor-

mation

rovided. n

onsidering

REDES,

many f th e raditional opics re rrelevant

be -

cause

th e

type

and

amount

of

information

provided

is

so

different

from

that

found

in

general

language

ictionaries.

A ny

omparison,

f course, must

bear

n mind

h at

REDES only

covers

th e

behavior

of

approximately

4 000 words and

expressions.

7 Concluding remarks

In

h e

ontext of

Spanish

exicography pecifically, nd n

urrent

exicography

more

generally,

REDES

is

an

innovative

reference

work.

EDES

uses

corpus

data

to identify

th e

semantic properties of

words

that

are

chosen by other words. T h e se semantic

properties

may

entail

syntactic restrictions,

an d

it

is

th e

claim

of this

dictionary

that

combinatory restrictions

as

registered

in

a

large

corpus

ca n

be

categorized

into

lexical

classes.

Making

these

lexical

classes explicit fo r

a large number of

words in Spanish represents a major contribution to

th e

grammar of

th e

language

an d

at

th e

same

time

an

innovation

in

lexicography. Bosque,

w h o

sees himself as

a grammarian,

not

a lexicographer,

h as

developed

a

new

type

of

combinatory

dictionary,

albeit

one

that requires users

to

possess

very

good reference

skills.

W e

wonder if

th e

complexity

of using this

dictionary

merely

reflects

th e

complex

relationship that

exists

in

language

between

words,

lexical semantics an d syntax, or if

it is more

a

function of

th e

dic-

tionary

format

used to

present

th e

information.

In our

view,

th e

fact that

th e

dictionary

con-

tains

several

types

of

entries,

all

ordered

alphabetically,

hinders

easy

consultation.

W e

hope

that

this

ictionary

timulates

research

nto

lexical

ategorization,

s

well

s

discussion

f

h ow best to represent

those

classes.

4 06


9/9

Repor t s

on

Lex i c o g raph i c a l

a nd

Lex i co log i ca l Pro j e c t s

References

A . Dictionaries

Battaner,

P .

(ed.).

(2002),

Dicc iona r io

de

u so

del

e s paño l

de

América

y

de

España .

Barcelona,

Spes.

Benson, M .,

Benson, E.,

lson, R.

198 6 ) ,

h e

BBI

Comb i n a t o r y

Dictionary ofEnglish.

Amsterdam,

J o h n

Benjamins.

[BBI].

Bosque, I . (ed.) (2004), REDES.

Dicc iona r io comb ina t o r i o

del

e spaño l . Madrid,

Ediciones

SM .

Col l in s

COBUILDAdvanced

Learners

Eng l i s h

Dic t i o na r y . (2003) 4th ed.

Glasgow,

HarperCollins

an d

th e

University

of Birmingham.

Hornby,A.

S.

( 1 95 4) ,

TheAdvancedLearners DictionaryofCurrentEnglish.Lonaon,OxfordVniver-

sity

Press.

M e

uk,

I . 198 4 -1999) ,

Dic t i onna i r e

explicatifetcombinatoìre

dufrançais

c o n t empo r a i n .

Montreal,

Les Presses de l'Université

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Pearsall, J . (ed.)

(1998),

New Oxford

Dic t i o na ry ofEnglish. Oxford,

Oxford

University Press.

Real

Academia

Española.

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Dicc i ona r i o

d e

la

l e n g u a

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22nd

edition)

Madrid,

Espasa

Calpe.

Summers, D. (2003)

L o n gm a n

Dic t i o na ry

ofContemporary

Eng l i s h .

(Fourth edition).

Harlow,

Pearson.

B .

Other

literature

Alonso,

M.

(In

progress), Dicc i ona r i o

d e

c o l o c a c i o n e s

del

e spaño l . Universidad de A

Coruña.

Alonso, M. (2005),

L a s

c o n s t r u c c i o n e s c o n v e rbos

d e

a p o y o .

Madrid,

Visor.

Fillmore, C . J .

198 5) ,

Frames

nd th e semantics of

understanding.'

Quade r n i

d i

Seman t i c a 6.2,

p.

222-254.

Fillmore,

C . J .

(1986),

'U-Semantics, second

round.'

Quade r n i

d i

Seman t i ca 8, pp .

49-58.

Fillmore,

C .

J . (1992), 'Corpus

linguistics

vs. Computer-aided armchair

linguistics'

in

Dire c t i on s

in Corpu s L ingu i s t i c s . Proceedings

from

a

1991

Nobel

Symposium

on

Corpus Linguistics,

Mouton

de

Gruyter,

Stockholm,

pp.

35-66.

Fillmore,

C . J .,

&

Atkins,

B.T.S. (1992), 'Towards a

Frame-based

Lexicon: th e

Semantics

of RISK

an d

its

Neighbors'

in

Lehrer, A .

an d

Kittay, E.

F . (eds.), Frames ,

Fie lds and

Contras t s . Hillsdale,

N .

J .,

Lawrence Erlbaum

Associates,

pp.

75-102.

[ Fra me N e t

Project]

O n

line:

h t t p : / / f ramene t . i cs i .be rke ley .edu .

Hanks, . 2004), The syntagmatics

f

metaphor an d idiom.' International

Journal ofLexicography

17(3),pp.245-274.

Kilgarriff, A .,

Rychly,

.,

mrz, .,

ugwell,

D.

2 0 0 4 ) ,

h e

Sketch

Eng i n e .

O n

ine: t tp://www.

ske t che ng in e . co . uk / ske t ch - e ng i n e - eLx04 .pd f .

Lakoff, G.

& Johnson,

M.

(1980), Metaphors

we

l i ve

by .

Chicago,

University

ofChicago

Press.

Polguere, A. (In

progress),

L e x i q u e

ac t i v e dufrançais.

Université

de Montréal.

Seco,

M.

1 97 9) ,

El

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en

la

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Samuel

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memor iam) .

Barcelona, Biblograf, pp. 83-191.

4 7

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